An investigation of the use of music activities in preschool inclusive classes and its relationship with children's conceptual development and peer acceptance

The aim of the study is to examine the relationship between the use of music activities in the classrooms of preschool children with peers with special needs and their concept development and peer acceptance. The study, designed with a correlational survey model, includes 103 children with an average age of 65 months attending 6 different classes in 2 independent kindergartens in the Central District of Kırklareli Province, along with their teachers. The necessary legal permissions, ethical approvals and participant consents were obtained. The frequency of music activities routinely implemented in the classrooms by teachers was determined through information forms filled out by teachers. Standard measurement tools were used to assess children's conceptual development and peer acceptance. Detailed information about the children was obtained through a demographic information form filled out by parents. The data obtained as a result of the research were analyzed by using relationship and difference tests through an appropriate statistical package program. Accordingly, it was determined that music was not used frequently in the preschool education classes in the study group. There was no relationship between children's participation in music activities and their concept development and peer acceptance. Considering that the lack of diversity in terms of children's participation in music activities may be the reason for this situation, it is suggested that music activities, which have a facilitating role in concept teaching and peer relations, should be examined with different researches.